key: cord-0690396-sk8md9fw
authors: Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip
title: Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India
date: 2020-06-23
journal: Child Youth Serv Rev
DOI: 10.1016/j.childyouth.2020.105194
sha: a8f5e485d2e40e58d46dcbabe8580e7de5762f07
doc_id: 690396
cord_uid: sk8md9fw

To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.

The novel coronavirus disease first appeared in Wuhan city of China at the end of last year. Rapid worldwide spreading of COVID-19 prompted the World Health Organization (WHO) to declare it as 'pandemic' on 11 March 2020 (WHO, 2020; Pelmin, 2020) . Most of the governments around the world have initiated a common goal to curb the spread of this highly contagious disease by imposing lockdown, social/physical distancing, avoiding face-to-face teaching-learning, and restrictions on immigration (Gonzalez et al. 2020) . Around 600 million school-going learners are affected across the world due to the closing down of educational institutions (Goyal, 2020) . UNESCO (2020) has reported that around 320 million learners are affected in India, of which about 34 million belonged to the tertiary level of education.

The first COVID-19 positive case has been reported in India (Kerala) on 30 January 2020.

Currently, India has been experiencing sparkled growth in COVID-19 cases. As of 18 June 2020, India has reported 160,384 active cases, 194324 recovered cases, and 12237 death cases (MoHFW, 2020) . The government of India along with various state governments have initiated several strategies to control the spread of the disease. Since 25 March, India has observed four phases of nationwide lockdown, which was extended up to 31 May 2020. The on-going lockdown (fifth phase) is further extended till 30 June 2020 only in containment zones along with essential services are resuming in a planned manner starting from 8 June 2020.

The closures of the educational institution due to the outbreak of COVID-19 lead to an unprecedented impact on education. During the lockdown, teachers are instructed to teach through online learning platforms (Abidah et al. 2020) . Raju (2020) argued that there is a need to adopt innovative teaching for continuing education and to overcome mental stress and anxieties during the lockdown. The outbreak of COVID-19 results in the digital revolution in the higher education system through online lectures, teleconferencing, digital open books, online examination, and interaction at virtual environments (Strielkowski, 2020; Kumar, 2020) . A significant positive impact of COVID-19 also reported learning efficiency and performances by adopting online learning strategies (Gonzalez et al. 2020) . The online mode of the teaching-learning process is often discriminatory to poor and marginalized students. It is identified that hearing-impaired students face challenges in online learning (Manzoor, 2020) . During this lockdown period, the closing of educational institutions hampered the education system and the teaching-learning process. Understanding the teaching-learning process in this crisis period is imperative to design effective interventions for the smooth running of teaching and learning (India Today, 2020) . With this backdrop, the present study aims to identify the learning status, mode of learning, and problems related to study during this lockdown amidst the COVID-19 pandemic.

This is an online survey-based study of the 232 undergraduate and postgraduate students studying in various colleges and universities of West Bengal.

An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using 'Google form' was sent to students' through WhatsApp and E-mail.

Participants were provided full consent before participation in the online survey. A total of 232 students provided complete information regarding the survey.

Descriptive statistics were carried out to understand the distribution of study participants. Simple percentage distribution was estimated to assess the learning status, mode of learning, and opinion on educational decisions, and problems related to study due to the lockdown. All the analyses were performed using the Statistical Package for Social Science (SPSS Version: 25). Table 1 displays the profile of the study participants. Of 232 students, almost two-thirds of them were aged below 22 years with a median age of 21 years. The number of male and female students was equal in the sample. Over one-third of the students (35.8%) belonged to the 'general' social group. The majority of them were affiliated to the Hindu religion (84.1%), resided in rural areas (70.7%), and had a family income of less than INR 20,000 (65.1%). Most of the students were from the Arts academic background (73.3%). The educational movement of students across different districts of West Bengal is depicted in Table 2 . The highest proportion of students was from the Maldah district (34.5%), followed by Darjeeling (12.9%) and Dakshin Dinajpur (11.2%).

Moreover, the highest concentration of students was found in Maldah as an institutional district (42.2%), followed by Darjeeling (32.8%) and Nadia (8.6%). Maldah and Darjeeling districts are considered as educational hubs in North Bengal. A large number of colleges and the existence of universities in these two districts constitute a concentration of a substantial proportion of students in this region. Table 3 shows the knowledge and attitudes of students about this current public health emergency.

Of 232 participants, 98 students (42.2%) heard about this disease in January 2020. Over half of the students (57.8%) were got information about COVID-19 from social media, which indicates their awareness of various facts about the disease. The majority of the students (81.5%) reported that they were residing in their own homes during the lockdown period. The students who were not living at their own home (staying in relative's home, rented house, mess, and as a paying guest) were facing some difficulties related to financial (26.5%), food (51%), and health (22.5%).

Several questions were asked to trace out the learning status during lockdown that includes modes of learning, coverage of syllabus, time spending for study, and separate reading room at home (Table 4 ). In this lockdown period, 88 (37.9%) students were continuing their study through textbook reading and digital e-learning, while 71 (30.6%) students were studying through reading textbooks by own effort and not participated in e-learning. Since learners studying under various universities, their study-tenure of the academic session slightly varies. Only 27 (11.6%) students reported that over 50% of their syllabus was covered. About two-thirds of students (66.8%) were not following the e-pathshala for study materials. Over half of the students (54.3%) reported that they were spending less time than the normal situation for study. Out of 232 students, 103 (44.4%) had no separate reading room for the study.

Among the surveyed students who were attending online classes (n=185), only 26 (14.1%) students were attending online classes daily, while 54% of them were attending online classes less than 3 days per week. Most of the respondents (85.8%) used android mobile for attending e-learning and another 14.2% of students used their laptops or computer for e-learning purposes. Although 73.7% of students used their android mobile for e-learning and 5.3% of students hired gadgets from family members to attend classes at the time of their learning. Fewer (0.9%) students had enriched the subjective knowledge by hiring e-learning gadgets from neighbors. The initiation or conducting digital teaching by teachers using various digital platforms during this lockdown period due to COVID-19 indicates the continuation of the teaching-learning process in this critical situation.

instructed to the academic institutions to continue the teaching-learning process through digital platforms. In such a situation, teachers are informing their students to participate in digital classes.

In the present study, about 13.4% of students reported that their home tutors contacted them for digital learning. Another 15.5% of students are interested to involve in digital learning by a conversation with their friends. It is also reported that most of the learners (73.7%) were not involved in any digital platforms for the study before the COVID-19 outbreak (Table 5) .

It is found that the students were using various platforms for e-lectures, study material sharing and learning evaluation, such as the Zoom app, Team link, YouTube live, Skype, Google meets/hangout, Google classroom, WhatsApp, etc. (Table 6 ). The results also show that most of the respondents (34.2%) used the Zoom app for attending online classes or e-lectures, followed by Google classroom (33.4%) and YouTube live (14.7%). The learners also followed many platforms for getting study materials during this lockdown period. It is observed that students were more likely to study through shared study materials than attending online lectures mainly due to poor internet connectivity. The majority of the respondents (39.4%) used the WhatsApp group for getting study the materials from teachers and as well as friends and 31.8% of students used Google Classroom for this purpose. However, fewer learners followed institutions/teachers' website and YouTube lives for study materials. Teachers used many platforms not only for digital teaching and learning but also for learning-evaluation very quickly through WhatsApp group, Google classroom, Google form, Microsoft Kaizala, and so on. The learning of the respondents mostly evaluated through the WhatsApp group (40.5%), followed by Google classroom (24.9%).

Additionally, students learning status was also evaluated through Google form (8.0%). It is worth mentioning to report that over one-fourth (25.7%) of students' learning status was yet to be evaluated. Table 7 shows the opinion of students regarding academic decisions and UGC recommendations during lockdown phases. Out of 232 students, 123 students agreed on the government's decision for the opening of academic institutions on June 10, 2020. Over one-third of the students (36.2%) did not know about the UGC committee report regarding academic spheres, whereas 148 (63.8%) students had known about UGC report towards academic institutions. Most of the study participants (58.2%) reported a positive response on recommendations of UGC's proposed academic calendar whereas near about one-fourth students (27.6%) did not know about it. More than half of the students (52.6%) expressed their agreement on UGC recommendation regarding the examination system, evaluation pattern, research, and field study, whereas almost one-third of the students (31.0%) did not know about this UGC recommendation.

Out of 232, 181 students reported that their economic condition will be affected by the COVID-19 pandemic and 178 students reported that low family income amidst COVID-19 would have a negative impact on their education. Furthermore, 176 students thought that the current pandemic may cause their educational discontinuation (Table 8) .

In this lockdown period, it was reported that learners were mostly suffering from stress, depression, and anxiety (42.0%). The students were also facing problems related to poor internet connectivity (32.4%), followed by the absence of a favorable environment to study at home (12.6%). Students residing in rural and remote areas may face poor internet connectivity. Moreover, poor economic conditions might be a reason for the unfavorable environment and lack of separate room for their study (Table 9 ).

It should be mentioned that the online learning process is often discriminatory. Our study also found that many students face enormous challenges in e-learning and a substantial proportion of students could not attend online classes. Students from remote areas and marginalized sections mainly denied online learning due to the lack of electricity and internet connectivity. Poverty further exacerbates the problem of the digital learning process in this unwanted crisis period.

The lockdown amidst COVID-19 has made significant disruptions in academic activities. The present study assessed the learning status of undergraduate and postgraduate students during this pandemic. Although a substantial proportion of students are using digital platforms for learning, many of them face huge challenges in online study. Our study has suggested the following recommendation to the government, policymakers, and institutional authorities:

There should be made a uniform academic plan for the universities and colleges and also initiate a proper Education Continuity Plan (ECP) to continue the learning process during this pandemic.

The infrastructural facilities should be availed to the education institutions which can regulate the digital learning process during future health emergencies. There is a need to ensure adequate funding for the improvement of the education system and to provide capacity development training to the stakeholders of higher education institutions. Interventions should be initiated through a targeted approach to create a positive space for study among the students from the vulnerable section of society.

At this critical period, the open-source digital learning and learning management system could be adopted by the institutional teachers to conduct online learning. Finally, the vital multi-prolonged strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.

This research received no specific grant from any funding agency, commercial entity, or not-forprofit organization.

The data were collected through an online survey using 'Google form' and sent to study participants through WhatsApp and E-mail. Participants were provided full consent before participation in the online survey.

classroom/whats app group/Microsoft kaizala/others 18. Are you worried in online learning regarding hacking of personal information-strongly worried/ moderately worried /just worried / not at all worried 19. Are you studying at home at your own effort as usual as normal situation (like before covid-19)-yes/no 20. Regular class attended through-Android mobile/Laptop/Computer/other 21. Online class attended gadgets are-yours own/other family member/ hired from neighbour/other 22. Have you attended such type of online classes before covid-19 at normal situation-yes/no 23. Have you surfing the internet to enrich your study materials before the outbreak of covid-19-yes/no 24. Are you satisfied on online mode of learning-strongly satisfied/ moderately satisfied/just satisfied/ not at all satisfied 25. Areyou satisfied on the internet spread for attending online learning-strongly satisfied/ moderately satisfied/just satisfied/ not at all satisfied 26. Have you heard information about educational progression announced by CM-direct CM speech/social media/institutional notice/personal interaction 27. Are you satisfied with educational progression--strongly satisfied/ moderately satisfied/just satisfied/ not at all satisfied 28. Did you join or contact many social media about covid-19 pandemic for much awareness (i.e. aragyasetu, joining of the newspaper group, coaching group)-yes/no 29. You are facing problem with studying at lockdown-no online gadgets/internet problems/feeling boring and anxieties/ no environment to study at home/teacher not interested in teaching/other 30. Do you think you can completethe syllabus after covid-19 pandemic-yes/no 31. Are you benefitted economically at lockdown situation (i.e. tuition fee, helping from state govt)-yes/no 32. Do you support the GoWB's decision on the opening of academic institutions after June 10-Y/N 33. Are you aware of 'Report of the UGC Committee on Examinations and Academic Calendar'-Y/N 34. Do you support the recommendations of UGC's proposed academic calendar ? Y/N 35. Do you think that the economic condition of your family will be affected by COVID 19 pandemic? Y/N 36. If yes, do you think that the low family income would affect your education? Y/N 37. Your suggestion to overcome the problem: Full free of Tuition/ Reduction in Tuition Fees 38. Are you using the ePathshala for downloading study materials? Y/N 

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How many portions of your syllabus completed before covid pandemic announcementbelow 30%/30-50%/above 50%/ Just exam complete/ not yet complete exam 10. Presently mode of studying-reading textbooks with own effort/ reading textbook with family support/ online studying/ Both textbook and online 11

Have you feel an interruption on your regular studying due to covid-19-yes/no 13. Are you regular studying on online mode at lockdown -yes/no 14. Who take online classes-institution's teacher/conversation with friends/Home tutor/others

Google meet/Team Link/Audio materials 16. Platforms used for Material sharing through-Zoom app/ you tube live/ youtube video upload/Personal website/Google form/Google classroom/Micro soft kaizala/Whats app group/other Highlights:  We assess the learning status of undergraduate and postgraduate students during the COVID-19 pandemic

 About 70% of learners reported that they were involved in e-learning during the lockdown.  Students have been facing several challenges related to the study during this crisis period.  Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds

Conceptualization, Data collection, Formal analysis, Investigation, Methodology, Software, Supervision, Writing -original draft

Bikash Barman & Prabir Das: Formal analysis, Data collection, Investigation, Methodology, Writing-original draft

Pradip Chouhan: Conceptualization, Supervision, Writing-original draft, Writing review &

The authors have no conflicts of interest to declare.

Manuscript title: Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India

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Corresponding author Manuscript Ref: CYSR_2020_982 E-mail: nanigopal.kapasia@gmail.com